EDC220 Child Growth & Devel for ECE & Elementary Teachers

for FA 2006

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EDC 220 Child Growth and Development for Early Childhood and Elementary Teachers


FA 2006 HO


Ebright, Ladonna E.


Assistant Professor


Masters +
Certifications: Elementary Education K-8, Special Education Certification in Learning Disabilities, Behavior Disorders, and Mental Retardation; School psychological examiner and School Psychologist

Office Location

Copley 211

Office Hours

by appointment

Daytime Phone

(816) 210-4958 (cell phone)

Other Phone

(816) 584-6233 office, (816) 891-8513 home




Semester Dates

August 22, 2006 - December 7, 2006

Class Days


Class Time

10:10 - 11:25 AM



Credit Hours


Trawick-Smith, Jeffrey, EARLY CHILDHOOD DEVELOPMENT, A MULTICULTURAL PERSPECTIVE, 4th ed., Upper saddle River, New Jersey, Merrill Prentice Hall. 2006 (ISBN 0-13-119805)

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
A study of the growth and development of children, birth through the years of middle childhood. Emphasis will be placed on contemporary multicultural dimensions of development and child rearing, and their implications for teachers. Students will spend five contact hours in each of three early childhood settings: Infants/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Examine the typical sequence of development during the first eight years of life, as well as the wide variations in development of individual children. (MoSTEP 1.2.2, 1.2.3 EC 2.1, 2.2 NAEYC 1a, 1b)
  2. Explore the social and cultural contexts of development. (MoSTEP 1.2.2, 1.2.3 EC 2.2 NAEYC 1b)
  3. Observe and record the behaviors of young children. (MoSTEP 1.2.2, EC 4.1 NAEYC 3a)
  4. Explain major theories of development (MoSTEP 1.2.2 EC 2.2 NAEYC 1a)
  5. Explain the interaction of biological, medical, personal-social, child-family interactions, and environmental factors that may place a child at-risk (MoSTEP 1.2.3 EC 1.2 NAEYC 1b)

Core Assessment:

Portfolio Essay NAEYC Standard 1 CORE ASSESSMENT)

Class Assessment:
Observations:  Each student will spend 15 hours observing children in three early childhood settings (infant/toddler, preK-Kindergarten and primary K-3) and interviewing families.  Each of the hours will be documented in an observation/interview assignment.  The purposes of the observations and interviews are to; 1)connect readings and class discussion to the observaton of children or to the multiple contexts for child rearing, and 2) to reflect on your learning and think about why that might be important for your teaching.


Observationa and Interviews                        21 points each x 14 = 294 points

Classroom Activities                                       15 points each x 15 = 225 points

Class Attendance                                            2 points each x 29 =     58 points

A = 519-577 points

B=  461-518 points

C = 403-460 points

D = 346-402 points

Late Submission of Course Materials:
Unless prior arrangements have been made with the instructor, assignments NOT submitted on the date due will not receive full points.

Classroom Rules of Conduct:
Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.  Every student is an important participant in the learning community of this class.  Respect for fellow classmates, the instructor, and any guest presenters is expected.  Rude behavior will not be tolerated.


Class Activities,



Meeting - week 1

In class observation activities and techniques of writing observations

Turn in copy of observation and reflection

Observation and reflection

Meeting - week 1

Discuss Chapter 1 Studying Early Childhood Development in a Diverse World

Intrerview 2 separate families of young children who are distinctly different (i.e. cultural, special needs, socioeconomic) groups Ask questions about what children are like and how they should be educated

interview and reflection- How are the two parents different --alike?  What sources of information does the adult use to answer these questions? To what degree do answers reflect family background, culture, or other life experiences?

Meeting - week 2
8/29 and 8/31

Discussion of Chapter 2 and 3 Historical Perspectives and Research in Early Childhood Development and Theories of Child Development

Observation- a teacher of young children preK or Kindergarten and take notes on classroom interaction.

Observation and reflection to answer what elements of a maturationist perspective did you see in the teachers interactions with children?, What elements of a behaviorist perspective did you see?, What elements of a psychoanalytic theory did you observe?, What elements of a cognitive-development perspecrive did you  see?
Use table on page 30 in text to chart activities of 4 different children during play time.  What elements of sociocultural perspecrives did you observe?

Meeting - week 3
9/5 and 9/9

Discussion of chapters 4 & 5 Genetics, Prenatal Development; The Newborn

Observation- Newborn baby in a home or child care center.

Observation and reflection- How woud describe the baby's general appearance?  How would you describe thi newborn's movements?  What single body-part movements did you see?  How attentive was this neworn to you and the outside world?  Based on these observations, what can you conclude about newborn appearance, movement and perception?

Meeting - week 4
9/12 and 9/14

Discussion of chapter 6 Infant Physical Growth and Brain Development

Observation- group of infants oa varying ages )-24 months in a child care setting.  Select 2 infants who are at least 4 months apart in age.

Observtion and reflection- What specific differences did you observe in physical growth, motor ability and perceptual development between the two infants?  What can you conclude about changes in motor abilities during these periods of infancy?

Meeting - week 5
9/19 and 9/21

Discussion of chapters 7, 8 & 9 Cognitive Development in Infancy; Infant Language and Literacy, and Infant Social/Emotional Development

Observations- Chapter 7 & 8- Observe 2 6-12 month old babies in childcare who are of different ages.  Write down descriptions of interesting behaviors they perform that show thinking or problem solving Chapter 9: Observe as child care providers interact with infants or toddlers.  Take notes on their responsiveness and warmth.

Observations and reflection- What kinds of circular reactoins were observed?  How would you characterize the babies' causal thinking?  What did babies do with objects?  What kinds of problems did you see babies solve?  What types of imitation were observed?  Chapter 9- What specific responding behaviors did you see?  What warmth of nurturing behaviors did you see?  If you observed more than one caregiver, did you see differences in how each interacted with infants or toddlers in these areas.

Meeting - week 6
9/26 and 9/28

Discussion of chapter 10 Preschool Physical and Motor Development

Observation- Observe a preschool boy and girl of approximately the same age as they engage in motor play in a child care center or preschool.

Observation and reflection- What types of play did you observe which were common to both children?  What differences did you observe in the two children's play preferences?  Did you observe differences in activity level or rough and tumble play?  Did you see motor activities that appeared to be influenced by gender?

Meeting - week 7
10/3 and 10/5

Discussion of chapter 11 Cognitive Development in the Preschool Years

Observation- Observe a preschool child for at least one hour in a classroom.  As you observe, records any evidence of a developing theory of the mind as described in Chapter 11

Observation and reflection - What language or social behaviors did you observe, if any, which indicate that this child understands internal emotional states?  What indicators were there, if any that the child was aware of motives and intentions?  What behaviors did you observe that showed the child was aware of internal processes of learning, remembering and knowing?

Meeting - Week 8
10/10 and 10/12

Discussion of Chapter 12 Sumbolic Thought Play, Language and Literacy in the Preschool Years

Observe a preschool classroom in which children of diverse cultural backgrounds are enrolled.  Take notes on any sociodramatic episodes which you see, based on descriptions in this chapter.

Observation and Reflections: What kinds of make-believe did you see?  How woud you characterize the social interactions you observed during sociodramatic play episodes, Describe the language which you heard during sociodramatic play episodes. How did boys and girls differ in their play themes and roles?  Did children of different cultural backgrounds play in different ways?

Meeting - Week 9
10/15 and 10/22




Meeting - Week 10
10/24 and 10/26

Discussion of Chapter 13 Social and Emotional Development of Preschoolers

Observe an entire classroom of preschool-age children.  Watch for examples of the social and emotional development reviewed in chapter 13

Observation and Reflection: Write a descption of each of the following behaviors you observe: Altruistic, Empathy, Aggression, Nonaggressive behaviors.  What interventions would you use to promote good social emotional development in your classroom?

Meeting Week 11
10/31 and 11/2

Discussion of Chapter 14 Physical Growth and Motor Development in the Primary Years

Observe a classroom of first, second or third- graders.  Take notes on the diversity of stature and activity level of the children

Observation and Reflection: To what degree did children' height and weight vary?  Did you observe cultural or gender differences in stature?  How well were children able to sit still and attend to classroom activities?  To what degree did motor development vary?  What cultural or gender differences in abilities did you observe?

Meeting Week 12
11/7 and 11/9

Discussion of Chapter 14 Cognition and Schooling

Ask a primary-grade child to make a map of the school, the home or neighborhood.  As the child draws, ask about the locations and objects depicted on the map, the distances between places, and other map space questions

Observaton and Reflection: How would you assess the child's performance in map-making?  In what ways was the child'g map different from the way an adult might draw?  Was the map drawn to scale?  Were landmarks depicted?  Which details were included in the map?  Which important langmarks were omitted?  Whan can you conclude about the development o map space in children of this age?

Meeting Week 13
11/14 and 11/16

Discussion of Chapter 16, Language, Literacy and Schooling

Observe social language and literacy of two children in a classroom

Observaton and Reflection: Language: Were the children effective in communicating with and persuading peers?  Were both children equally competent in language-to-peers?  What examples did you observe in the rules of school language?  Did the two children use polite, formal language?  Were they effective in asking or answering questions in class?  What differences did you observe?
Literacy:  What stage of writing do you believe each child to be in and what evidence supports your decision?  What stage of reading do you believe each child to be in and what evidence supports your decision?  What correlations did you observe between each child's language and literacy development?

Meeting Week 14
11/21 No class 11/23

Discussion of Chapter 17 Social and Emotional Development in the Primary Years

Observe primary-age children interacting in a classroom or playground.  Make careful notes.

Observation and Reflection: What evidence did you use to identify social acceptance of rejection?  What evidence did you use to identify competence? What evidence did you use to identify moral self worth?  What evidence did you use to identify control?  If you interviewed the teacher, do you think she/he would support your speculations?  What further evidence might you need to make more accurate assessments?  What interventions might you use in your classroom for supporting positive peer relationships?

Meeting Week 15
11/28 and 11/30

Discussion of Chapter 18: Parents, Families and Children: A Multicultural Perspective

Identify two families with babies or two families with primary children who are of distinct cultural backgrounds.  Interview parents or other caregivers living in the home regarding child rearing beliefs and methods or the importance of school.  If school age, ask if they believe schools are sufficiently sensitive to their family's culture.  What do these families do outside of school to instill cultural pride.

Observation and Reflection: How do these two families differ in their belief of childcare or attitudes about school, Discuss similarities and differences in culture.

Meeting Week 16
12/5 and 12/7

Review of course work and standards for this course

Write to the standards for this course

Write to the standards based on information in chapter discussions and interviews and observatons.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


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Last Updated:8/12/2006 2:25:47 PM